<p>This thesis is concerned with three language debates that reached their most crucial peaks in Sweden at the beginning of the twenty-first century: (i) the debate on the promotion of the Swedish language, (ii) the debate on language testing for citizenship, and (iii) the debate on mother tongue instruction. The main scope of the thesis is to take a theoretically multi-pronged approach to these debates trying to shed light on the following aspects: Why did such debates emerge when they did? Which discourses were available in those specific historical moments? Who are the social actors that intervened in these debates? What is at stake for them? What do they claim? What systems of values, ideas and beliefs – i.e. ideologies – underlie such claims? What are the effects in terms of identities, objects of political intervention, commonsensical knowledge and authority that these discourses and ideologies produce?</p><p>Taking Sweden as a case in point, the thesis adds to the existing literature another example of how language debates are the manifestation of conflicts between different language ideologies that struggle for hegemony, thus attempting to impose one specific way of envisaging the management of a nation-state in a time of globalisation. In their outer and most patent facets, these struggles deal with the relationships between languages in today’s Sweden, and how the state, through legislation, should – or should not – regulate such relationships in order to (re)produce some kind of linguistic order. However, the thesis also illustrates that when social actors appeal to a linguistic order, they not only draw boundaries between different languages in a given society, but they also bring into existence a social world in which the speakers of those languages come to occupy specific social positions. These linguistic and social hierarchies, in turn, are imbricated in an often implicit moral regime of what counts as good or bad, acceptable or taboo in that society.</p>

This thesis is concerned with three language debates that reached their most crucial peaks in Sweden at the beginning of the twenty-first century: (i) the debate on the promotion of the Swedish language, (ii) the debate on language testing for citizenship, and (iii) the debate on mother tongue instruction. The main scope of the thesis is to take a theoretically multi-pronged approach to these debates trying to shed light on the following aspects: Why did such debates emerge when they did? Which discourses were available in those specific historical moments? Who are the social actors that intervened in these debates? What is at stake for them? What do they claim? What systems of values, ideas and beliefs – i.e. ideologies – underlie such claims? What are the effects in terms of identities, objects of political intervention, commonsensical knowledge and authority that these discourses and ideologies produce? Taking Sweden as a case in point, the thesis adds to the existing literature another example of how language debates are the manifestation of conflicts between different language ideologies that struggle for hegemony, thus attempting to impose one specific way of envisaging the management of a nation-state in a time of globalisation. In their outer and most patent facets, these struggles deal with the relationships between languages in today’s Sweden, and how the state, through legislation, should – or should not – regulate such relationships in order to (re)produce some kind of linguistic order. However, the thesis also illustrates that when social actors appeal to a linguistic order, they not only draw boundaries between different languages in a given society, but they also bring into existence a social world in which the speakers of those languages come to occupy specific social positions. These linguistic and social hierarchies, in turn, are imbricated in an often implicit moral regime of what counts as good or bad, acceptable or taboo in that society.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-04-29T17:46:44Z No. of bitstreams: 3 Larissa Reboucas parte 3.pdf: 687473 bytes, checksum: cd84ae46588c4e847c0f783ade52bcc8 (MD5) Larissa Reboucas parte 2.pdf: 1354490 bytes, checksum: b0ef3e834df4d278308069f36bc6291e (MD5) Larissa Reboucas parte 1.pdf: 252220 bytes, checksum: 78c3b8bd2c4aad8a63ea67cd53e004dd (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T18:37:02Z (GMT) No. of bitstreams: 3 Larissa Reboucas parte 3.pdf: 687473 bytes, checksum: cd84ae46588c4e847c0f783ade52bcc8 (MD5) Larissa Reboucas parte 2.pdf: 1354490 bytes, checksum: b0ef3e834df4d278308069f36bc6291e (MD5) Larissa Reboucas parte 1.pdf: 252220 bytes, checksum: 78c3b8bd2c4aad8a63ea67cd53e004dd (MD5) / Made available in DSpace on 2013-05-17T18:37:02Z (GMT). No. of bitstreams: 3 Larissa Reboucas parte 3.pdf: 687473 bytes, checksum: cd84ae46588c4e847c0f783ade52bcc8 (MD5) Larissa Reboucas parte 2.pdf: 1354490 bytes, checksum: b0ef3e834df4d278308069f36bc6291e (MD5) Larissa Reboucas parte 1.pdf: 252220 bytes, checksum: 78c3b8bd2c4aad8a63ea67cd53e004dd (MD5) Previous issue date: 2009 / Com esta pesquisa procurei demonstrar que muitos professores ouvintes passaram a ensinar a LIBRAS após o decreto 5.626/2005. Isto acontece porque muitas pessoas surdas não ultrapassaram o nível superior de escolaridade. Por outro lado, o decreto estipula a prioridade das pessoas surdas, mesmo aquelas que têm escolaridade de nível médio, mas que têm formação comprovada como instrutores de LIBRAS. Um dos objetivos desta pesquisa foi o levantamento da disciplina LIBRAS nas IES de todo Brasil e a partir deste trabalho, procurei estabelecer contato com estas IES e os professores surdos e ouvintes. As IES começaram a oferecer esta disciplina a partir da publicação do decreto, mas passaram a contratar professores ouvintes por não conhecer o perfil profissional de muitos surdos habilitados a ensinar LIBRAS com formação de instrutores ou de professores graduados e pósgraduados. O levantamento das IES que já oferecem a disciplina foi feito por região. Na primeira parte desta dissertação, trato da minha própria trajetória pessoal de aprendizagem da LIBRAS, tanto a nível de instrutora e agente multiplicador, bem como do meu exercício profissional como professora nas IES. A seguir, exponho importantes referenciais teóricos que diferenciam a Surdez da deficiência auditiva, uma vez que as pessoas surdas têm uma cultura e uma identidade próprias. Na sessão seguinte, evidencio os referenciais legais que estabelecem o reconhecimento da LIBRAS como língua da comunidade surda e a prioridade das pessoas surdas para o ensino desta língua. A quarta parte desta dissertação, informa os resultados da minha investigação sobre o ensino da LIBRAS que realizei com a participação de alunos, professores surdos e ouvintes. Nas considerações finais, retomo o problema da prioridade do exercício docente para os surdos, apontando soluções possíveis para os problemas identificados a partir das opiniões de alunos e professores. / Salvador

La terminologie, telle quelle se pratique au Québec depuis une cinquantaine d'années, s'inscrit dans un projet d'aménagement linguistique qui vise à faire du français la langue d'utilisation commune sur le territoire québécois. La mise en œuvre de ce projet a été confiée à l'Office québécois de la langue française. Dans le cadre de la présente thèse, nous évaluons l'influence de l'aménagement linguistique sur l'orientation des travaux de terminologie à l'Office québécois de la langue française de 1961 à 2004. Notre objectif principal est de montrer que le projet d'aménagement linguistique a engendré une intense activité terminologique à la suite de l'adoption de diverses lois linguistiques au cours des cinquante dernières années. Plus précisément, nous analysons l'impact de ces lois sur le développement de la pratique de la terminologie. Pour ce faire, nous avons proposé six périodes qui caractérisent les travaux de terminologie de l'Office québécois de la langue française de 1961 à 2004. À l'intérieur de ces six périodes, nous analysons les mandats que les lois linguistiques ont confiés à l'Office et leurs répercussions sur l'orientation de ses travaux terminologiques. À l'instar de la problématique que nous avons esquissée au début de cette thèse, les résultats de notre recherche révèlent que la pratique de la terminologie est liée au projet de société que le Québec s'est donné pour assurer la défense du français sur son territoire. En outre, l'adoption des lois linguistiques a favorisé le développement de la pratique de la terminologie. Cette pratique a évolué en fonction des différents mandats confiés à l'Office québécois de la langue française qui a mis au point une méthodologie de travail en terminologie. C'est dans le cadre de l'aménagement linguistique que la terminologie s'est développée au Québec et qu'elle est devenue l'instrument clé de la mise en œuvre du projet d'aménagement linguistique québécois. / Terminology, as practiced in Québec for the past fifty years, has been part of a language-planning project to make French the common language of communication throughout the province. The implementation of the project was entrusted to the Office québécois de la langue française. This thesis looks at how language planning and policies have influenced the practice of the terminology at the Office québécois de la langue française from 1961 to 2004. The main objective is to demonstrate that the language-planning project generated intense terminology activity as a result of the language laws adopted over the past fifty years. The analysis focuses more specifically on the impact of this legislation on the development of the practice of terminology. Six periods are identified for the purpose of characterizing the terminology work done by the Office québécois de la langue française from 1961 to 2004. For each of the six periods, the legislated mandates of the Office and their repercussions on its terminology operations are analyzed. Like the situation described at the beginning of this thesis, the research findings show the links between the practice of terminology and Québec’s social policy in defence of the French language. In fact, the language legislation fostered developments in the practice of the terminology. This practice and the terminology work method developed by the Office québécois de la langue française were honed according to the various mandates assigned to the Office. Québec’s language policy provided a framework in which terminology developed and became a key instrument for the province’s language-planning project.

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